Andrea Faden
My interest in special education was shaped by a close relationship with my cousin who was blind and developmentally delayed. Growing up together made me well aware of the lack of schools and services available for children with disabilities at the time. Seeing the barriers he faced—and the impact that a lack of resources had on his life—created a lifelong desire to advocate for children and families, and to work toward building a more inclusive and supportive educational system.
I chose Buffalo State University because, in the early 1970s, it was one of only two reputable undergraduate programs in Exceptional Education in the country—and I was fortunate that it was right in my own backyard. I graduated with my undergraduate degree in May of 1974 from the Department of Exceptional Education, Division of Learning and Behavioral Disabilities. While teaching, I completed my Master’s Degree from the same department in August of 1978.
What stood out most about Buffalo State’s program was its small and intimate nature. I had the opportunity to really get to know my professors who provided individual attention and genuine encouragement. Their areas of expertise and willingness to share their knowledge gave me a strong foundation and instilled in me a deep commitment to the field. Just as important was the peer support and interaction I experienced. My classmates and I learned from one another, shared ideas, and supported each other through the challenges of the program, which created a sense of community and collaboration that I carried into my career.
Upon retiring in 2022, after having taught at Orleans/Niagara BOCES in a 12:1:1 classroom for 10 years and then transitioning to Student Support Coordinator for Nardin Elementary for 25 years, I began volunteering as a Parent Advocate supporting families of children with disabilities. In this role, I hope to help parents communicate effectively with school districts, ensuring that their voices are heard and their children’s needs are met. My aim is to guide families through the process of securing appropriate services and provide both practical assistance and reassurance that they are not alone in the process.
As an advocate, I currently attend school meetings alongside families, help to develop and refine 504 and IEP plans, and explain specific accommodations so that parents fully understand their child’s rights. Over the last several years, I have traveled to many schools and districts throughout Western New York to ensure children receive the services and support they are entitled to.
Buffalo State prepared me for a lifetime of work in education and advocacy. The skills, guidance, and inspiration I gained there shaped my career path and have continued to influence the way I serve children and families today. In particular, I would like to acknowledge two of my mentors at Buffalo State for their tremendous teaching commitment, expertise, as well as their invaluable support and guidance as I moved forward in my career: Linda and Warren Gleckel.